2nd Grade & 3rd Grade
Learn about different habitats while playing theater games.
Standards & Objectives
Fine Art Standards
I can play theater games to show expressive movements.
I can describe the characteristics of a particular habitat.
Teaching and Timeline
Making a Thunderstorm:
Using your body we are going to create sounds that sound like a thunderstorm.
- Start by rubbing your hands together quickly. Do this for a few seconds.
- Now start snapping your fingers, if you can’t snap your fingers yet, make some clicking sounds with your tongue.
- Now pat the tops of your legs with your hands, you can start slow and then get faster and faster.
- Now try stomping you feet really loud to sound like thunder. Do this for a few seconds.
- Now lets go backwards. Go back to patting your legs, now snapping your fingers, now rubbing your hands together. Then slowly stop.
- Did it sound like you were in a summer thunderstorm?
Snake in the Sand: (Frog in the Pond)
- Students sit in a circle.
- The leader of the game demonstrates actions for Snake in the Sand, Snake on the Rock, Snake in the Sand, and Snake in Space.
- Then all students follow what the leader SAYS not what the leader DOES. Leader tries to trick the other players.
- If the players do the wrong action they are out of the game.
- Have students create a list on the board of all the SOUNDS they would HEAR in the Desert. (i.e. wind, insects, scorpions, rattle snakes, birds, woodpeckers etc.)
- Have the students come up with one sound to represent each.
- Each student should pick one sound that they are going to create either with their voice or body percussion.
- Teacher acts as the conductor and brings in one sound at a time by pointing to the word on the board. The conductor can also signal to increase or decrease the volume.
- Then the teacher erases one sound at a time from off of the board, when the word is erased that sound stops.
- Record the soundscape and play it back for the students to hear.
- Have everyone stand in a circle.
- One person is chosen to be the ‘Detective’.
- The detective will be removed from the group so that the overseer can choose someone to be the Rattlesnake. Once the Rattlesnake is chosen the detective will sit or stand in the middle of the circle and start working on trying to figure out who the Snake is.
- Meanwhile, when the ‘Detective’ isn’t looking, the Rattlesnake will make eye contact with someone in the circle and shake their head from side to side like a rattlesnake’s tail. That person will have to ‘die,’ (fall over)
- When the ‘Detective’ thinks they know who the ‘Snake’ is, they guess. I recommend three guesses then you’re out.
- Each student chooses a plant or animal that would live in the desert.
- Have them create a frozen shape for the plant or animal they have chosen.
- Discuss what makes a tableau interesting/different layers and levels.
- Have students create a layered tableau of desert life.
- Take a panoramic picture to show to them later.
- Old Pack Rat
- Elf Owl
- Spotted Ground Squirrel
- Young Pack Rat
- Collared Lizard
- Ground Snake
- Birds, Bees. Bats
- Gila Woodpecker
- White-winged Dove